Resumen

DEMARCHI, Thyara Antonielle  y  RAUSCH, Rita Buzzi. Finnish initial teacher training. Rev. Diálogo Educ. [online]. 2016, vol.16, n.50, pp.871-890. ISSN 1981-416X.  https://doi.org/10.7213/1981-416X.16.050.DS04.

This research aims to understand the principles that guide the initial teacher training in Finland especially in the universities of Helsinki and Jyväskylä. We conduct qualitative research, as a study case, with data procedures like interviews and class observations, analysis of institutional documents from both institutions and Finnish official documents. The participants were eight university teachers for primary teacher's education (four from each university). The analysis was based by content analysis technique and we were supported with authors like André (2006, 2008); Lüdke (2009); Contreras (2002) and Alarcão (1996) to discuss the five categories defined later and highlighted the key principles of teacher training in both universities: Research; Autonomy; Relation between theory and practice, Reflection and Cooperation. The main results showed: the research is the basis for the entire process of initial teacher training in Finland; decision-making takes place autonomously, outlined in values of social responsibility; the relationship between theory and practice was emphasized during the observations we follow and understood as an essential principle for personal and professional development of teachers; cooperation was evidenced in the relationship between teacher educators, students, universities and schools of basic education. We understand that these principles can help teachers in Brazil, in order to get different perspectives, giving new meanings to theoretical and practical knowledge involving the whole teaching profession. The results also make possible to rethink the Public Policies of teacher training in our country.

Palabras clave : Finland; Teacher Training; Research; Autonomy.

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